Curriculum : Learning Support
Departmental Staff
Ms Goymour - SENCO
Georgina Quigley – LST and 2i/c Learning Support
Carmen Dublin - LSA
Natasha Drewry LSA
Connie Tong LSA
Christine Collins - LSA
Magdelena Karpik - LSA
Laura Bateman - LSA
Ben Groener - LSA
Susan O’Reilly - LSA
Harriet Jodelka - LSA
Elizabeth Taylor - LSA
Graeme Bunce - LSA
Melissa Owen - LSA
Miheala Giuranic - LSA
Joanne Woolvett - LSA
Adrian Arbus - LSA
Yinka Adeogun - LSA
Caitlyn Chandler - LSA
Aidan Waring - LSA
Toni Guy - LSA
Cathy Lawrence - LSA
The majority of support is given in classes by a team of qualified and experienced learning support assistants (LSAs). They work closely with subject teachers to enable all pupils to participate fully in the lessons. The additional help provided takes a variety of forms. This includes individual reinforcement of information pupils have been given and checking that pupils are clear about the work they are expected to carry out. We adapt resources or tasks if necessary and help pupils to record their responses. Pupils who have difficulties with writing may be supported through the loan of basic word processors.
Some pupils are withdrawn from lessons two or three times a week to work with learning support staff in the learning support base on a 1:1 or small group basis. Work is carried out to address difficulties with literacy, language or social skills. Some members of the learning support team are also qualified to teach individual programmes to pupils with dyslexia and hearing impaired students. There are a number of spelling groups which concentrate on spelling patterns and phonics for a period of six weeks at a time but may continue longer if there is a need. New and innovative teaching methods and strategies are investigated to ensure that pupils receive the type of support most beneficial to their needs.
Where appropriate, a variety of tests are used to determine a pupil's strengths and weaknesses. The results help learning support staff plan the necessary intervention programmes and give subject staff advice concerning the most appropriate teaching strategies for individual pupils to ensure successful access to the curriculum. Pupils who are experiencing significant difficulties follow an Individual Education Plan (IEP). The IEP is drawn up in consultation with the pupil, parent, subject staff and head of year. This plan is reviewed each term and the pupil and parent are invited to contribute to the review and to help in the setting of new targets.
If a pupil following an IEP fails to make adequate progress, advice is sought from the relevant outside agency such as the educational psychologist or specialist teacher adviser.
The value of close liaison between school and home is recognised. It is seen as a means of informing support and dealing with concerns as they arise.
Various special arrangements may be provided for pupils when they undertake internal assessments and external examinations according to individual needs when testing shows this to be applicable. Pupils may be allowed extra time or the services of a reader and/or scribe to enable them to achieve at a level commensurate with their ability.
Pupils are welcome to come to the learning support departments’ after school club if they need help with their work and are also encouraged to talk to learning support staff about any aspect of school life that is causing them problems.
The department is evaluated annually using the criteria detailed in the Special Needs Policy. The learning support department at Grey Coat’s is proud of its record in helping pupils achieve the best of their ability.
|
